Social development for early childhood: What Is Social and Emotional Development

Social-Emotional Development: Preschool Children | Virtual Lab School

Objectives

• Recognize typical social-emotional milestones in preschool-age children.
• Identify how adults can support the social-emotional skills of preschool-age children.
• Discuss what to do if you are concerned about the social-emotional development of a preschooler in your classroom.

Learn

Know

Children’s emotional well-being during their early years has a powerful impact on their social relationships. Children who are emotionally healthy are better able to establish and maintain positive relationships with adults and peers (Trawick-Smith, 2014). Social-emotional development is essential to a young child’s sense of well-being. The relationships they form early on help shape who they are, who they become, and their understanding of the world. Think about some of the children in your own life and the different social-emotional skills they display.

Preschool-age children are learning to talk about their feelings and the feelings of others. Social-emotional development, however, involves more than just expressing emotions. It involves taking turns, becoming independent in following routines, interacting more with peers, engaging in meaningful relationships with others, controlling emotions, and developing a positive self-image. These skills are crucial for children’s successful participation in school and home experiences and for their overall growth.

Social-Emotional Milestones

Social and emotional development include behaviors that represent children’s emotional growth and their ability to successfully navigate their world through interactions with adults and peers. Since these skills develop together, this area of development is referred to as social-emotional development. Social-emotional milestones focus on children’s developing abilities to regulate their attention, emotions, and behavior, and to form positive relationships with adults and peers.

The chart below highlights social emotional development during the preschool years. Remember that individual differences exist when it comes to the exact age at which children may meet these milestones. As highlighted in the Cognitive, Physical, and Communication courses, milestones are not checklists with which to judge children’s development. Rather, they provide a guide for when to expect certain skills or behaviors to emerge in young children, so you are prepared to meet their changing needs. Think of these milestones as guidelines to help you understand and identify typical patterns of growth and development in preschoolers. Although the skills mentioned in the chart will develop in a predictable sequence over the preschool years, each child is unique in when they will master each skill. Your goal is to help all children grow and learn to their potential.

Social-Emotional Developmental Milestones in Preschool

Age 3

• Plays make-believe with dolls, animals, and people
• Copies adults and friends
• Notices other children and joins them in play
• Shows affection for friends without prompting
• Shows concern for crying friend
• Shows a wide range of emotions
• Calms down within 10 minutes after you leave
• May get upset with major changes in routine

Age 4

• Interested in new experiences
• Pretends to be something else during play (teacher, dog, superhero)
• Make-believe play is more creative and complex
• Dresses and undresses self
• Would rather play with other children than alone
• Can name two or more friends
• Comforts others who are hurt or sad
• Cooperates with other children
• Often can’t tell what’s real and what’s make-believe
• Talks about what they like and what they are interested in
• Likes to be a “helper”
• Changes behavior based on where they are
• Avoids danger, like not jumping from tall heights on the playground

Age 5

• Wants to please friends
• Wants to be like friends
• Follows rules when playing games with others
• Takes turns when playing games with other children
• Likes to sing, dance, and act
• Is aware of gender
• Can tell what’s real and what’s make-believe
• Shows more independence
• Does simple chores at home
• Can tell you their first and last name and age

Source: Centers for Disease Control and Prevention (2021). Developmental milestones. https://www.cdc.gov/ncbddd/actearly/pdf/FULL-LIST-CDC_LTSAE-Checklists2021_Eng_FNL2_508.pdf

Remember that expectations about developmental milestones are driven by cultural values and preferences. For example, in some cultures, children are not expected to feed themselves independently until they are 3 or 4 years old. In other cultures, children are expected to start eating independently in early infancy and toddlerhood. Theorist Lev Vygotsky said that adults share their cultural values and beliefs with children through daily interactions. Ideas, beliefs, and expectations about child development are just some of the ways cultures are unique. Becoming aware of and respecting these differences can help you better understand how families’ experiences help shape the preschoolers in your classroom.

If you are concerned about a child’s development, talk with your trainer, coach, or administrator first. Share your observations of the child’s behavior and the reasons you are concerned. Your trainer, coach, or administrator may choose to observe the child and set up a meeting with the child’s family. In some situations, families might be encouraged to contact their local school district, which can arrange a free evaluation of the child’s development and can help the child get any needed help and services.

Preschoolers and Social-Emotional Development

It is important to notice that milestones are associated with different aspects of social-emotional development. Some are associated with children’s ability to engage in relationships with others and others are related to children’s abilities to regulate their emotions. Let’s take a closer look at these and how they relate to preschool development.

Relationships with others: Preschool-age children engage in pretend play with friends and use words and sentences to express their feelings and thoughts. Even though they may still need adult support to share toys and materials with friends, they improve on their own as time passes. Preschoolers also progress in their ability to understand and appropriately respond to their friends’ feelings. Children with healthy social-emotional development have a balance of all these components.

Self-awareness: Preschool-age children improve their ability to control their bodies during different activities throughout the day (e.g., sitting at circle time or playing in the gym). They learn to take turns and have conversations with peers, acknowledge and use their own names and the names of others, and self-evaluate and know when they made appropriate or inappropriate choices.

Emotional regulation: Preschool-age children display a variety of emotions in different ways. For example, they may use words to share their feelings such as “I am upset”, they may match facial expressions to happy, mad or sad, or they may laugh when excited. At the same time, they also improve their ability to manage their emotions to match the situation and environment and to control their emotions (e. g., separate easily from family members). Although preschoolers are better than toddlers at regulating emotions, they still need a great deal of help and practice with developing these appropriate behaviors.

Independence: Preschoolers with a healthy sense of independence will follow predictable daily routines and activities at school and at home. They may start identifying a favorite friend and ask that friend to play or independently play with toys and materials at home, school, or an outdoor playground. Additionally, preschoolers developing a sense of independence may complete many self-care tasks, such as getting dressed, going to the bathroom, eating snacks, feeding themselves, or getting ready for bed. Independent preschoolers will also tell caregivers about their day and learn and use new vocabulary.

Emotional Literacy

Emotional literacy is a child’s ability to label and talk about their own emotions or feelings, as well as the feelings and emotions of others. This is an essential component of social-emotional development because it helps children understand their own emotional experiences and, at the same time, helps them to acknowledge and understand the emotional experiences of others. Emotional literacy helps children solve problems and regulate their own emotions; these skills are essential for success in preschool and beyond. Children who label, talk about, and are aware of their emotions are more likely to focus on and engage in classroom routines and activities and less likely to become easily frustrated, have excessive tantrums, or act impulsively.

Many children learn to identify and discuss emotions through interactions or conversations with responsive adults in the context of positive relationships and supportive environments. In your work at a preschool program, you should embed opportunities for social skill development throughout the day. For example, you can share your emotions about events or experiences and encourage children to share their own emotions. You can also read books that discuss emotions or social interactions. In the Apply section of this lesson, you will find additional examples of resources and activities you can use to foster children’s emotional literacy.

Supporting the Social-Emotional Development of Children in Preschool

Children learn social-emotional skills in the context of their relationships by watching, imitating, and responding to the social behaviors of others. Children also learn from the way others respond to their emotions. Social-emotional skills are closely connected to a child’s family, cultural background, and early experiences. Children learn by interacting and forming relationships with members of their families, schools, and communities.

As highlighted in Lesson One (Social-Emotional Development: An Introduction), social-emotional learning begins in infancy and adults are the most influential models for young children. Caregivers who understand their infants’ emotional cues and respond immediately and sympathetically have infants who are less fussy and easier to soothe. The same happens with preschoolers; if caregivers validate children’s feelings, address their needs, and are responsive and supportive, preschoolers are better able to communicate their needs and emotions and are more likely to demonstrate healthy social-emotional development.

Healthy social-emotional development is highly associated with responsive caregiving. Responsive caregivers:

• provide support and positive feedback
• offer stimulating materials
• play and engage with children
• share events and experiences
• follow children’s lead
• identify children’s interests and facilitate their learning
• plan meaningful opportunities throughout the day to help children practice and learn social skills.

As you read this section, think about the role you play in fostering healthy social-emotional development for the children in your care. In Lessons Three and Four, you will learn additional strategies to support the social-emotional development of all preschoolers.

See

Video not availableWatch this video to learn about the range of social-emotional skills that are important for preschoolers.
Video not availableWatch this video to learn about social-emotional development across the preschool years.

Do

Preschool-age children in your care need daily opportunities to participate in activities that help them learn new social-emotional skills or practice existing skills in fun, stimulating, and supportive environments. You should purposefully use strategies throughout your day to support young children’s social-emotional development. Understanding developmental milestones is an important aspect of working with young children. Learning and understanding how preschoolers develop social-emotional skills and competence will help you foster their social-emotional learning and determine what kinds of experiences to plan in your classroom and program. You will find additional resources to foster children’s social-emotional competence in the Apply section. Consider the following in your daily work with preschoolers:

• Be responsive to children’s attempts at interaction and build on what children say.
• Engage in frequent, developmentally appropriate social interactions with children and adults in your classroom throughout your daily experiences and routines.
• Follow each child’s lead, cues, and preferences.
• Include emotion words in conversations with children.
• Make books available that discuss feelings and social interactions.
• Ask children meaningful questions about their actions, interests, events, and feelings.
• Encourage children to use their words and talk to their peers when conflicts arise. Use developmentally appropriate language and provide conversation models and cues for children to follow if they need help solving a problem.
• Ensure you are sensitive to children’s unique needs, experiences, and backgrounds.
• Reach out to children’s families and be responsive to their beliefs and preferences

Explore

Observing preschool children in their learning environment is the best way to see which children are developing strong social-emotional skills and which ones need support. While thinking about the preschoolers in your program, highlight the behaviors you notice and think about the ways you can support children’s social-emotional skills. Complete the Observing and Supporting Social-Emotional Skills activity and share and discuss your responses with a trainer, coach, or administrator.

Observing and Supporting Social-Emotional Skills during the Preschool Years

Observe the social-emotional skills demonstrated by preschool children and brainstorm ways you can further support their development

Required: Complete and review this document with your trainer, supervisor, or administrator

Apply

Use the resources in this section to learn more about young children’s social-emotional development and the ways you can support the preschoolers in your care. The resources include a support guide that may be useful for families.

Glossary

Demonstrate

Finish this statement: Emotional literacy…

begins to develop in the school-age years.

is children’s ability to label the emotions of caregivers.

helps children solve problems and regulate their own emotions in preschool.

often causes preschool children to become easily frustrated and to act impulsively.

Which of the following is not a social-emotional developmental milestone of a typically developing 4-year-old?

cooperates with other children

enjoys doing new things

can distinguish between what is real and what is make-believe.

talks about their likes and interests with others

Which of the following does not promote preschool children’s social-emotional development?

Encouraging children to use their words when conflicts arise

Stocking the classroom library with books about emotions and social interactions

Avoiding words about feelings in conversations with children

Responding to children’s needs promptly and positively

References & Resources

Ages and Stages Questionnaire (ASQ): https://agesandstages. com/

Berk, L. E. (2013). Child development (9th ed.). Pearson.

Brown, W. H., Odom, S. L., & McConnell, S. R. (Eds.) (2008). Social competence of young children: Risk, disability, & intervention. Paul H. Brookes.

Centers for Disease Control and Prevention (2021). Developmental milestones.  https://www.cdc.gov/ncbddd/actearly/pdf/FULL-LIST-CDC_LTSAE-Checklists2021_Eng_FNL2_508.pdf

Daily, S., Burkhauser, M., and Halle, T. (2010). A review of school readiness practices in the states: Early learning guidelines and assessments. Child Trends, 1(3), 1-12. https://www.childtrends.org/publications/a-review-of-school-readiness-practices-in-the-states-early-learning-guidelines-and-assessments

Dunlap, G., & Powell, D. (2009). Promoting social behavior of young children in group settings: A summary of research. Roadmap to effective intervention practices #3. Tampa, Florida: University of South Florida, Technical Assistance Center on Social Emotional Intervention for Young Children. Cengage Learning.

Early Childhood Learning and Knowledge Center. (2018, May 11). Fostering emotional literacy in young children: Labeling emotions. https://eclkc.ohs.acf.hhs.gov/mental-health/article/fostering-emotional-literacy-young-children-labeling-emotions

Gestwicki, C. (2016). Developmentally appropriate practice: Curriculum and development in early education (6^th ed). Cengage Learning.

Ho, J. & Funk, S. (2018). Promoting young children’s social and emotional health. Young Children, 73(1). https://www.naeyc.org/resources/pubs/yc/mar2018/promoting-social-and-emotional-health

Trawick-Smith, J. W. (2013). Early childhood development: A multicultural perspective (6^th ed.). Pearson.

Yeary, J. (2013). Promoting mindfulness: Helping young children cope with separation. Young Children, November 2013, 110-112.

Social Development in 3-5 Year Olds

The preschool years are a magic time in development. Children move from being almost entirely dependent on their parents, to being somewhat independent beings in the world. In virtually every aspect of development, their knowledge base and competencies are exploding, not the least of which are their social and emotional skills.

The preschool years (ages 3 to about age 6) begin with the tail end of Erik Erikson’s second stage of psychosocial development: Autonomy vs. Shame and Doubt. In this stage, children are learning to be self-sufficient in ways such as self-regulation, toileting, feeding, and dressing. Around the age of four, they enter the third stage of psychosocial development: Initiative vs. Guilt. Over the course of this period, children learn to imagine, to become more independent, to broaden their skills through play, fantasy, and exploration, and to engage, participate, and cooperate with others, including peers. According to Erikson, if these goals are not accomplished, the child will become fearful, socially excluded, limited in his ability to play, and negatively dependent on adults.

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While seeming lofty, these goals are achieved by most children through natural interactions with family and other caretakers. While preschoolers are also learning how to relate to peers and interact with them, most of the social and emotional growth occurs in the relationship with caregivers. One of the challenges of this period is to learn to navigate maintaining the secure attachments accomplished during infancy and toddlerhood, while simultaneously differentiating oneself as an individual.

Individuation for children over the preschool years means developing a better understanding of who they are, as well as beginning to understand and relate to others. Creating this personal identity means exploring many fundamental aspects of themselves—gender, race, personality. At age 3, children still believe they can grow up and transform genders. By 6, they understand that gender is more or less a fixed aspect of their identity. Thus, over the preschool years, children begin to have a sense of the stable characteristics that make them the unique person that they are.

In the course of this development, preschoolers also learn more sophisticated ways to relate to others. For example, empathy develops, beginning at around age 2 but becoming more visible between ages 3 and 5.  When a child experiences empathy, he realizes that he can positively affect another by taking action or offering help (e.g., getting a band aid for a crying peer). While empathy can be fostered, it seems to be an inherent part of development across cultures. On the flip side of empathy is the negative ways preschoolers learn to impact others. While toddlers may flail about in anger, preschoolers can use aggression to willfully inflict harm. A fun way to help manage your child’s aggression is The Grouches, an app put out by the American Psychological Association.

One challenge to parents of preschoolers is to support their developmental drives, while also fostering development. For example, parents can help curb preschool aggression by teaching children about emotions, helping them learn the names for the feelings, and giving them an outlet for their expression. One wonderful way to help children this age experience and express emotions is through play. Play is children’s work and dramatic play has the added benefit of allowing children to experiment with and understand social roles. It also provides opportunities for children to develop social skills, express and cope with feelings, relieve stress, exercise control over their surroundings, and experiment with decision making.

Children’s imaginations can take them wonderful places, alone or with peers. It is over the preschool years that children move from parallel play (where “friends” play side-by-side but separately) to social play (where friends interact, share ideas, and build off the play of the other). During this time, children begin to be able to play games, where they learn turn taking and sharing, as well as how to adhere to the rules. What children learn through these playful interactions is many-fold!: they are beginning to learn to interpret others’ perspectives, to regulate their responses and interactions, manage impulse control, increase both their ability to wait and to demonstrate patience, as well as their ability to share an object or event. Being able to follow rules and manage emotions is tough for young children. Supporting your child as you play games together is a great way to foster his social skills. Learn more on how to help your child contend with impulsivity here.

90,000 features of social and personal development of young children | Article (younger group) on the topic:

Features of the social and personal development of young children

Early age is a period of intensive mastering by the child of various types of activities and personality development. In child psychology and pedagogy, the following main directions in the development of a child at this age stage are distinguished:

development of objective activity;

development of communication with adults;

speech development;

game development;

involvement in various types of artistic and aesthetic activities;

development of communication with peers, physical development and personality development

This division is rather arbitrary, since development is a single process in which the selected areas intersect, interact and complement each other.

The social development of a child begins in the first weeks and months of his life. The helplessness of the newborn is an unconditional prerequisite for his appeal to the people around him. The well-being of the child in subsequent years, including school years, largely depends on how successful his early social experience turned out to be.

Socialization is understood as the process of development of biologically necessary and socially approved stereotypes of behavior, the formation of ideas about the norms and social expectations of certain behavior. At the same time, socialization is usually understood as the whole multifaceted process of assimilation by a person of the experience of social life and social relations. Early socialization is associated mainly with the first stage of this process. Socialization at an early age begins almost simultaneously with the moment when the child is physically separated from the mother. One of the main indicators of the social maturation of a small child is his consent to let his mother go away from him for a while. This means that he is already able for some, even a short time, to independently interact with other people.

An equally important indicator of the development of a child’s social needs is the emergence of interest in other children on the street. The desire to communicate with other children indicates that the baby has his own circle of interests that goes beyond family contacts. A child’s mastery of basic self-care skills also indicates his readiness to do without outside help. It is known that socially active children, striving for independence and not experiencing fear of new life experiences, master the skills of self-care faster. Consequently, this parameter, despite its outward persuasiveness, is secondary, derived from the level of development of the child’s social needs.

Important changes in a child’s personality occur during early childhood. These changes, according to VS Mukhina, are primarily associated with the development of objective activity and communication with adults. The actions of the baby with objects become more diverse and dexterous. He already knows how to do a lot himself, knows the names and purposes of household items, strives to help adults: wash dishes, wipe the table, vacuum the floor, water the flowers. He increasingly consciously wants to act like an adult, he begins to be attracted not only by the process of performing an action, but also by its result. The child tries to get the same result as the adult. Thus, the child’s attitude to his activity gradually changes: the result becomes its regulator. In independent studies, games, the baby begins to be guided by the plan, the desire to achieve success in activities.

Mastery of objective activity stimulates the development of such personal qualities of children as initiative, independence, purposefulness. The child becomes more and more persistent in achieving the goal.

Relationship with an adult is moving to a new level. Now an adult is a carrier of knowledge and patterns of human actions with objects, with his help the baby learns the object environment. It must be borne in mind that a child’s full mastery of objective activity occurs only in the process of communicating with adults.

Communication between a child and adults at an early age has specific features. A child who has full communication with adults is characterized by the following features:

the child is proactive in relation to an adult – seeks to draw his attention to his actions, asks for help and evaluation of his actions;

insistently requires adult participation in their affairs;

sensitive to the attitude of an adult, to his assessment, knows how to restructure his behavior depending on the behavior of an adult, subtly distinguishes between praise and censure;

willingly imitates an adult, fulfills his requests and instructions; timely masters active speech, uses it for communication purposes.

Mastery of speech is the most important event at this age. This happens in communication with an adult by naming objects and indicating actions. Later, speech acquires the function of the main mental instrument. It becomes a means of thinking, imagining, mastering one’s own behavior, and so on.

At an early age, self-care skills are formed: the baby dresses himself, uses a spoon and fork, drinks from a cup, goes to the potty, washes his hands, etc.

Interest in objects and actions with them leads to the emergence of a process game: the process itself is important for the baby, for example, feeding a doll or riding a bear on a typewriter By the end of this period, elements of creativity appear in the child’s play, an imaginary situation comes to the fore in relation to the visual and an independent plot game is formed, which is important in development and becomes the leading activity of a preschool child.

There is a noticeable change in communication: actions towards a peer as an inanimate object are on the wane, there is a desire to interest him in himself, sensitivity to the attitude of a peer. More and more kids are enjoying playing together. Their unpretentious and short-term actions are based on imitation of each other, but they speak of nascent communication. However, no matter how attractive the game with a peer is, an adult or a toy that appears in the field of view distracts the children from each other.

In the third year of life, communication with peers begins to take an increasing place. This is due to the fact that by the age of three, a special, specific content of children’s communication with each other arises. A peer for a child acts as a kind of mirror in which the child sees a reflection of his being. Therefore, communication is a powerful means of self-knowledge, the formation of an adequate self-image.

Communication with peers is one of the most important sources for the development of a child’s cognitive activity. The presence of a peer nearby activates even a baby. Contacts between children give them additional impressions, positive experiences, open up the opportunity to demonstrate their skills, contribute to the disclosure of creativity and originality. In the course of communication with each other, the kids develop and improve joint practical and play actions, and ideas about another person are formed.

So, in the third year of life, a child experiences a special need for communication with a peer, which is satisfied in an emotionally colored game. But even towards the end of an early age, the communication of children with each other is still inferior in attractiveness to communication with adults and objective activity.

Primary experience associated with the period of early childhood, with the formation of basic mental functions and elementary forms of social behavior, acts as one of the main sources of socialization of the individual.

For a child, the family is not only a source and condition for the development of his psyche, expanding his knowledge and ideas about the world around him, but also the first model of social relations accepted in this particular society that he encounters. It is in the family that the child gets acquainted with the meaning and essence of the social roles of mother, father, grandmother, grandfather, brother, sister, son, daughter. As he gets older, he also realizes that layer of family ties, the center of which is not him, but other family members: husband, wife, uncle, aunt, and other relatives.

Even if the structure of the family in which the child lives is quite complex and hierarchical, it cannot provide the child with the opportunity to fully acquire the experience of social behavior that is necessary for entering into a different, wider circle of social relations that goes beyond family ties . The older the child becomes, the greater the role begins to play such an aspect of his social development as mastering the norms and rules of social relationships.

Thus, V.S. Mukhina believes that “the social development of the child goes in two directions: through the assimilation of the rules of the relationship of people with each other and through the interaction of the child with the object in the world of permanent things” But it is not enough just to provide the child with knowledge about how society works, how it is customary to behave in German It is necessary to create conditions for him to acquire personal social experience, since socialization involves the active participation of the person himself in mastering the culture of human relations, mastering social norms and roles, and developing psychological mechanisms of social behavior.

24. Psychosocial development in early childhood

intermittent
and uneven mental development
in this period is more pronounced than in
another age. Psychosocial
stage according to Erickson is characterized
autonomy / shame and doubt. This period
lasts from one to three years and
corresponds to the anal stage
Freud.

Main
early childhood achievements
determine the development of the child’s psyche,
are: mastery of the body, speech, development
subject activity.

presenter
activity is object-manipulative.

–
emotional experiences are short-lived,
unstable, express violently, children
very impressionable, their behavior
impulsively, emotions act as motives
behavior;
–
further socialization takes place.
emotions because experiences are connected
with the results of human activity
and the child learns ways to express them;
–
higher senses develop
which a special place is occupied by sympathy,
sympathy, a sense of pride and shame;
–
the inclusion of the word in emotional processes
rearranges their course and
connection establishment
between feeling and representation creates
prerequisites for their regulation.

Features
social development

–
child
becomes more independent
knowledge of the surrounding reality
and starts using an adult as
means of communication with the objective world.
– the situation begins to collapse
inseparable unity of child and adult
(the “We” situation, according to L.S. Vygotsky).
–
joint activities of the child
cooperative adults
reveals itself in the relationship child –
the subject is an adult (D.B. El’konin, L.F.
Obukhov).

Mental characteristics
development

–
development of self-awareness in early childhood
associated with separating oneself from one’s own
actions, with awareness of their desires.
The child begins to separate actions from
the object and yourself from your actions;
–
developing true independence
what does the manifestation of goal-setting say
and purposefulness;
– arises
pride in one’s own achievements
early personality development
childhood;
– according to the new
the level of consciousness changes and communication
with an adult – begins to form
situational business, and by the age of three –
extra-situational-cognitive (M. I.
Lisina), which means the flow of communication
against the background of practical interaction
child and adult and the connection of communicative
activities with such interaction;
–
child compares himself to adults
wants to be like them in everything;
– in
as a result, the attitude of the child changes
to an adult, which is expressed before
all in the pursuit of autonomy and
opposing your desires
desires, requirements of adults;
–
adult is neither objective nor subjective
can’t change their relationship
to the child, to satisfy his desire
to independence;
– there is a personal
action and personal desire, consciousness “I
myself”. If an adult does not organize
business cooperation, if
demonstrates its superiority
negative behavior occurs
characteristic of the crisis of three years.
–
the foundations of the “I-concept” are formed: to
At the age of two, the child understands that his
the body exists independently of the external
world and belongs to him alone. Biennial
the child is able to recognize himself in the mirror,
establishes the boundaries of their possessions
(“my shoe”, “my doll”),
singling out oneself and the other child as
individual beings
–
gender identity develops
the child is in the impulsive stage,
having already achieved a separate identity,
although he is still interested in the main
way to meet their needs;
– the child evaluates his actions as
good or bad based on
solely on encouraging them for
it or punish;
– picture of
world egocentric and concrete
See
below: Identity building

C
Erickson’s point of view, clash
child with the requirements and norms of society
occurs not only during learning
child to potty, parents should
gradually expand opportunities
independent action and implementation
self-control in children.